Dochy, Filip

Gijbels, David

Segers, Mien

Van den Bossche, Piet

English

Research Papers in Economics

533–568 experiment in medical education: A critical analysis using traditional criteria.

A comparison between

A comparison of an innovative medical school with traditional schools: An analysis in the cognitive domain. In

A comparison of problem-based learning and standard curriculum students: Three years of retrospective data. Teaching and Learning in

A Problem-based curriculum, ten years of experience. In

A problem-oriented independent studies programme in basic medical sciences.

A Speciﬁc, problem-based, self-directed learning method designed to teach medical problem-solving skills, self-learning skills and enhance knowledge retention and recall. In

A State-of-the-art of research on learning and teaching. Keynote lecture presented at the ﬁrst

A theory-driven approach to assessing the cognitive effects of PBL.

Alternatives in assessments, learning processes and prior knowledge.

An alternative approach to PMP’s: The ‘key-features’ concept. In

An alternative for assessing problem-solving skills: The OverAll Test.

An analysis of progress test results of PBL and non-PBL students.

An evaluation of problem-based learning in small groups utilizing a simulated patient.

An international comparison of knowledge levels of medical students: The Maastricht Progress Test.

Assessment 2000: Towards a pluralistic approach to assessment. In

Assessment in a problem-based economics curriculum. In

Assessment of exam performance after change to problem-based learning: Differential effects by question type.

Assessment practices and students’ knowledge proﬁles in a problem-based curriculum.

Communities of practice toward expertise: Social foundation of university instruction. In

Comparison between a problem-based, community-oriented track and a traditional track within one medical school. In

Comparison of problem-based learning and lecture format in continuing medical education on headache diagnosis and management.

Conceptions of learning and knowledge-impacts on the implementation of problem-based learning.

Constructivism and the design of learning environments: Context and authentic activities for learning. In

Curriculum style and the integration of biomedical and clinical knowledge. In

Democracy and education.

Does problem-based learning provide other knowledge. In

Does problem-based learning work? A meta-analysis of evaluative research.

Effect of two preclinical curricula on NMBE part I examination performance.

Evaluation of health sciences education programs: Program and student assessment at McMaster University. In

Evaluation resarch: An assessment of theory, practice and politics.

Expertise in problem solving.

Fostering cognitive growth: A perspective from research on mathematics learning and instruction.

Freedom to learn. Colombus,

From ‘horse race’ to educational improvement: The future of international educational assessments. In:

Generative processes of comprehension.

How we think.

Innovative and conventional curricula compared: What can be said about their effects? In

Integrating research. A guide for literature reviews

Intelligent enterprise, a knowledge and service based paradigm for industry.N e w York:

Learning and thinking.

Long-term retention of information following learning from prose.

Mapping prior knowledge: A framework for discussion among researchers.

Marrying theory building and the improvement of school practice: A permanent challenge for instructional psychology.

Measurement and evaluation in education and psychology.

Medical chemistry: Evaluation of active and problem-oriented teaching methods.

Meta-analysis in early childhood education: Progress and problems. In

Meta-analysis in social research.

Meta-analysis: Cumulating research ﬁndings across studies.

Methods of meta-analysis. Correcting error and bias in research ﬁndings.

Motivated learning: The study of student x situation transactional units.

Not just a method but a way of learning.

On the content validity of performance assessments: Centrality of domain speciﬁcation. In

Pathology education in a problem-based medical curriculum. Teaching and Learning in

Performances on the NMBE I, II, III by medical students in the problem-based learning and conventional tracks at the

Practical signiﬁcance: A concept whose time has come.

Primary, secondary and meta-analysis.

Problem-based learning and performance-based testing: Effective alternatives for undergraduate surgical education and assessment of student performance.

Problem-based learning in medicine and beyond: a brief overview. In

Problem-based learning supplementing in the course of basic pharmacology-results and perspectives from two medical schools.

Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study.

Problem-based learning: A review of literature on its outcomes and implementation issues.

Problem-based learning: An assessment of its feasibility and cost.

Problem-based learning: Cognitive retention and cohort traits of randomly selected participants and decliners.

Problem-based learning: Effects on the early acquisition of cognitive skill in medicine.

Problem-solving instruction and students’ acquisition, retention and structuring of economics knowledge.

Project evaluation. In

Projects on competencies in the OECD context: Analysis of theoretical and conceptual foundations. Neucha ˆtel: SFSO,

Rating of students’ performances in a third-year internal medicine clerkship: A comparison between problem-based and lecture-based curricula.

Residency performance of graduates from a problem-based and a conventional curriculum.

Science performance assessments: Benchmarks and surrogates.

Self-regulated learning: Where are we today?

Statistical methods for meta-analysis.

Statistical power analysis for the behavioral sciences (2nd ed.).

Strategies for student assessment. In

Sturing van het onderwijsleerproces door middel van problemen: een veldexperiment [Guiding the learning process by means of problems: A ﬁeld experiment]. Tijdschrift voor Onderwijsresearch,

The ‘McMaster philosophy’: An approach to medical education.

The act of discovery.

The concept of meta-analysis.

The construction of reality in the child.

The development of diagnostic competence: Comparison of a problem-based, an integrated, and a conventional medical curriculum.

The effect of problem-based learning on the academic performance of students studying pediatric medicine in Ontario.

The evaluation system at the medical school of Maastricht. In

The growth in knowledge of anatomy in a problem-based curriculum. In

The inﬂuence of the New Pathway curriculum on Harvard medical students.

The knowledge-creating company.

The McMaster M.D. Program: A case study of renewal in medical education.

The New Mexico experiment: Educational innovation and institutional change.

The problem-based learning approach in Baccalaureate nursing education: How effective is it?

The relation between assessment practices and outcomes of studies: The case of research on prior knowledge.

Toward new models for assessment.

Toward powerful learning environments for the acquisition of problem-solving skills.

Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the University.

Voortgangstoetsing [Progress testing]. In

Voortgangstoetsing aan de medische faculteit Maastricht [Progress testing on the Faculty of Medicine of Maastricht].

Vote counting methods in research synthesis.

What is… a modiﬁed essay question?

Effects of problem-based learning: a metaanalysis.

http://arno.unimaas.nl/show.cgi?fid=15857

Effects of problem-based learning: a metaanalysis.

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